Category: Sunday School Manual

This is RCCG Sunday School Teachers manual for the adult class.

Today’s Lesson 40 topic: MORDECAI

Date: 7 June 2025

Read:

• RCCG Sunday School Students Manual Lesson 40
• Open Heaven 7 June 2026 Devotional

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Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

RCCG SUNDAY SCHOOL TEACHERS MANUAL LESSON 40 (7 JUNE 2026)

TOPIC: MORDECAI

OPENING PRAYER:

Father, help me to learn from the life of Mordecai in Jesus’ name.

PREVIOUS KNOWLEDGE:

The teacher should allow the assistant teacher to review the lesson for the previous week.

BIBLE READING

BIBLE PASSAGE: Esther 3:1-5.

1 After these things did king Ahasuerus promote Haman the son of Hammedatha the Agagite, and advanced him, and set his seat above all the princes that were with him.
2 And all the king’s servants, that were in the king’s gate, bowed, and reverenced Haman: for the king had so commanded concerning him. But Mordecai bowed not, nor did him reverence.
3 Then the king’s servants, which were in the king’s gate, said unto Mordecai, Why transgressest thou the king’s commandment?
4 Now it came to pass, when they spake daily unto him, and he hearkened not unto them, that they told Haman, to see whether Mordecai’s matters would stand: for he had told them that he was a Jew.
5 And when Haman saw that Mordecai bowed not, nor did him reverence, then was Haman full of wrath.

MEMORY VERSE:

“And Haman told Zeresh his wife and all his friends everything that had befallen him. Then said his wise men and Zeresh his wife unto him, It Mordecai be of the seed of the dews, before whom thou hast begun to tall, thou shalt not prevail against him, but shalt surely fall before him.” Esther 6:13.

LESSON INTRODUCTION

Mordecai was first introduced in Esther 2:5-7 as a Jew from the tribe of Benjamin who lived in Shushan, the capital of Persia. His great-grand-father, Kish, had been taken captive with Jeholachin king of Judah by Nebuchadnezzar, king of Babylon.

Mordecai had a cousin named Hadassah (Esther), whom he brought up and took as his daughter because she was an orphan. Exploring the life of Mordecai, a courageous and wise Jewish man is to inspire believers to be loyal, and wise, and to stand for what is right, even in the face of danger.

TEACHER’S DIARY

LESSON AIM:

To draw out lessons from the life and acts of Mordecai.

TEACHING OBJECTIVES:

At the end of this study, students should be able to:

• Know the background of Mordecai.
• Understand the character and achievements of Mordecai.
• Explain and apply the lessons from the life of Mordecai.

TEACHING PLAN:

To achieve the above-stated objectives, the teacher should:

1. Allow the students to recite the memory verse, read the Bible passage, contribute to the discussion, and do class activities and assignment.
2. Allow the Assistant Teacher to see to the wellbeing of the class, and mark attendance and assignment.
3. Teach the lesson outline, summarise, conclude, evaluate the lesson and give assignment.

TEXT REVIEW: Esther 3:1-5.

This passage highlights Mordecai’s deep faith in God and his willingness to defy the king’s order which contradicts the Jewish tradition of bowing only to God and none else. It depicts his resolve to uphold his belief even when it could endanger his life. It says that:

1. King Ahasuerus promoted Haman…V1.
2. All the king’s servants bowed to him…V2.
3. The king’s servant asked Mordecai… 3.
4. When they spoke to him daily… 4.
5. When Haman saw that Mordecai… V5.

TEACHING METHOD:

The Lecture Method.

TIME MANAGEMENT:

The teacher should apply the two-lesson outline teaching time.

LESSON OUTLINE 1: HIS CHARACTER AND ACHIEVEMENTS

The Character Called Mordecai

1. Kind-hearted and wise: Mordecai raised Esther as his daughter (Esther 2:7) and advised her not to reveal her Jewish background to protect her from hatred when she was selected as one of the virgins to possibly be the next queen of King Xerxes- Ahasuerus (Esther 2:10).
2. Courageous and principled: He refused to bow to Haman because Haman had turned himself into an object of worship (Esther 3:2-5).
3. Clever and loyal: He was swift to act when the decree to destroy the Jews was made (Esther 4:1-4).
4. Humble: Despite being honoured by the king, he returned to the King’s gate as his usual practice (Esther 6:10-12).
5. Risk taker: Mordecai was willing to risk his life to uphold the Jewish principle and do whatever it took him to protect his people from annihilation (Esther 4:13-14).

His Achievements

1. Mordecai demonstrated strong loyalty to the throne when he reported the plot to assassinate the King (Esther 2:21-23).
2. He counselled and monitored Esther in the palace until she was chosen as the Queen (Esther 2:10-11, 17).
3. He was honoured by King Ahasuerus for his loyalty (Esther 6:1-11).
4. By wisdom, he amended an irreversible decree to save the Jewish people from extinction (Esther 6-7).
5. He was given the position and the house of his arch-enemy, Haman (Esther 8:1-2).

CLASS ACTIVITY 1:

The class should juxtapose Mordecai’s loyalty to the throne (Esther 2:21-23) and his refusal to obey the king’s command to bow to Haman (Esther 3:2-5).

LESSON OUTLINE 2: LESSONS FROM HIS LIFE

Here are some of the things believers can learn from the life of Mordecai:

1. God expects believers to stand up for what is right, even in the face of danger (Esther 3:2-5; Isaiah 1:17).
2. It is good to be loyal and faithful to God and others who deserve it (1 Corinthians 4:2).
3. Quick thinking and resourcefulness help in difficult situations (Esther 2:21-23; Luke 16:10).
4. Wisdom and bravery are essential for following God (Esther 4:13-14; 1 Corinthians 16:13).
5. Listening, advising others and taking risks for the greater good of all are qualities that lead to great rewards (Esther 4:13-14; Philippians 2:3-4).

CLASS ACTIVITY 2:

Mention other lessons from the life of Mordecai

CONCLUSION: RCCG Sunday School Teachers Manual 7 June 2026

Remain steadfast in God and your enemies will not prevail against you.

EVALUATION:

Mention the Characters of Mordecai.

CLOSING PRAYER:

Dear Lord, irrespective of the odds, help me to uphold godly principles.

ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 40

Identify five (5) negative things that happened to Haman and his household as a result of his enmity with Mordecai and the Jews (2×5=10 Marks).

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This is RCCG Sunday School Teachers manual for the adult class.

Today’s Lesson 39 topic: 3RD INTERACTIVE SESSION AND QUARTERLY REVIEW.

Date: 31 May 2026

Read:

• RCCG Sunday School Students Manual Lesson 39
• Open Heaven 31 May 2026 Devotional

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Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

RCCG SUNDAY SCHOOL TEACHERS MANUAL LESSON 39 (31 MAY 2026)

TOPIC: 3RD INTERACTIVE SESSION AND QUARTERLY REVIEW

SECTION 1

3RD QUARTER TEST

MARKS OBTAINABLE: 50 MARKS.

TIME ALLOWED: 15 MINUTES.

Coordinators (Parish/Area/Zonal) should set 10 questions from the 12 lessons in the quarter and administer them for 15 minutes. Each question carries 5 marks. Total score should be marked over 50 marks.

SECTION 2

3RD QUARTER ATTENDANCE IN THE SUNDAY SCHOOL AND PARTICIPATION IN CLASS ACTIVITIES

MARKS OBTAINABLE: 50 MARKS

TIME ALLOWED: 15 MINUTES.

Teacher should check the student’s attendance and participation in Sunday School Class Register (R1) and count the number of times the students attended the Sunday School in the quarter. 4 marks should be given for each time the students was present in the quarter, while 2 marks should be given for attending the quarterly review exercise. i.e 4marks x number of times present plus 2marks. E.g (4×12) + 2= 50. Total scores should be marked over 50 marks.

SECTION 3

ASSIGNMENT:

MARKS OBTAINABLE: 100 MARKS.

TIME ALLOWED: ZERO MINUTE BECAUSE THE ASSIGNMENTS ARE MARKED WEEKLY.

Teacher should check student’s assignment and the student’s scores. The assignments should be scored over 100 marks for every quarter. (10 marks for each assignment).

GRADING OF SCORES

TOTAL SCORE= SECTION 1 + SECTION 2 + SECTION 3/200

E.g.= 40+42+70/200=152/200=76%

SECTION 4

INTERACTIVE SECTION

MARKS OBTAINABLE: ZERO MARK.

TIME ALLOWED: 15 MINUTES.

Teacher and students should discuss how to move the Sunday School forward in the new quarter.

They should discuss challenges and set new goals.

They should pray for the success of the Sunday School and all officials in the new quarter.

(2×5=10 Marks)

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This is RCCG Sunday School Teachers manual for the adult class.

Today’s Lesson 38 topic: WIDOWHOOD AND SINGLE PARENTHOOD

Date: 24 May 2026

Read:

• RCCG Sunday School Students Manual Lesson 38
• Open Heaven 24 May 2026 Devotional

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Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

RCCG SUNDAY SCHOOL TEACHERS MANUAL LESSON 38 (24 MAY 2026)

TOPIC: WIDOWHOOD AND SINGLE PARENTHOOD

OPENING PRAYER:

Father, please help me to know my responsibility to widows and single parents.

PREVIOUS KNOWLEDGE:

The teacher should allow the assistant teacher to review the lesson for the previous week.

BIBLE READING

BIBLE PASSAGE: Genesis 21:9-19

9 And Sarah saw the son of Hagar the Egyptian, which she had born unto Abraham, mocking.
10 Wherefore she said unto Abraham, Cast out this bondwoman and her son: for the son of this bondwoman shall not be heir with my son, even with Isaac.
11 And the thing was very grievous in Abraham’s sight because of his son.
12 And God said unto Abraham, Let it not be grievous in thy sight because of the lad, and because of thy bondwoman; in all that Sarah hath said unto thee, hearken unto her voice; for in Isaac shall thy seed be called.
13 And also of the son of the bondwoman will I make a nation, because he is thy seed.
14 And Abraham rose up early in the morning, and took bread, and a bottle of water, and gave it unto Hagar, putting it on her shoulder, and the child, and sent her away: and she departed, and wandered in the wilderness of Beersheba.

15 And the water was spent in the bottle, and she cast the child under one of the shrubs.
16 And she went, and sat her down over against him a good way off, as it were a bow shot: for she said, Let me not see the death of the child. And she sat over against him, and lift up her voice, and wept.
17 And God heard the voice of the lad; and the angel of God called to Hagar out of heaven, and said unto her, What aileth thee, Hagar? fear not; for God hath heard the voice of the lad where he is.
18 Arise, lift up the lad, and hold him in thine hand; for I will make him a great nation.
19 And God opened her eyes, and she saw a well of water; and she went, and filled the bottle with water, and gave the lad drink.

MEMORY VERSE:

“A father of the fatherless, and a judge of the widows, is God in his holy habitation.”
Psalm 68:5.

LESSON INTRODUCTION

A single parent is a parent without a marriage partner, widowed, separated, desert-ed, divorced or never married; one who is in charge of his or her household.

The reason for becoming a single parent is diverse. For some, it is a deliberate desire/preference while other situations such as single-person adoption, unwanted pregnancy, rape, etc. force others into it.

Widowhood is the state of a man or a woman whose spouse is dead. On some occasions, the experiences of both single parents and widows/widowers are quite similar. God, therefore, commands us to protect these people in our churches and communities (Exodus 22:22).

TEACHER’S DIARY

LESSON AIM:

To promote empathy towards wid-ows/widowers and single parents.

TEACHING OBJECTIVES:

Through this study, students are expected to:

• Define the terms ‘single parent’ and “widow/widower.”
• Mention the reasons for becoming a single parent or widow/widower.
• Explain God’s disposition to widows and single parents.
• Mention Christians’ responsibilities to widows/widowers and single parents.

TEACHING PLAN:

To achieve the above-stated objectives, the teacher should:

1. Allow the students to recite the memory verse, read the Bible passage, contribute to the discussion; do class activities and the assignment.
2. Allow the Assistant Teacher to see to the wellbeing of the class, and mark attendance and assignment.
3. Teach the lesson outline, summarise, con-clude, evaluate the lesson and give an assignment.

TEXT REVIEW: Genesis 21:9-19.

This passage narrates the story of Hagar, Sarah’s maid and her son. It highlights the reason Hagar became a single parent, her experience in the wilderness and God’s reaction to her situation. Identify the cause, her experience and God’s intervention as recorded in the passage.

A. The cause:…

B. Her experiences:
i. She wandered in the wilderness of Beersheba
ii. …..
iii. …….

C. God’s intervention:
i. …
ii….
iii. …

TEACHING METHOD

The Lecture Teaching Method.

TIME MANAGEMENT

The teacher should apply the two-lesson outline teaching time.

LESSON OUTLINE 1: GOD’S DISPOSITION

The Teacher should explain God’s disposition to single parents and widows as follows:

1. God is highly concerned about single parents and widows/widowers.

2. He is the Father to the fatherless and the protector of widows (Psalm 68:5).

3. God does not want them to be afflicted or treated badly. He hears them when they cry. God says anyone who maltreats them may invite his wrath (Exodus 22:22-24). To maltreat could be to neglect, abuse or take advantage of.

4. God wants us to defend them (Isaiah 1:17).

5. He sustains and relieves widows (Psalm 146:9).

6. God makes provisions for them in His law (Deuteronomy 10:18; 26:12-13).

7. He preserves the fatherless children and expects widows to trust Him (Jeremiah 49:11).

CLASS ACTIVITY 1:

Should the cause of single parenthood or widowhood be a determinant factor in how they are treated?

LESSON OUTLINE 2: OUR RESPONSIBILITY

A. Irrespective of the cause, single parents and widows/widowers should be treated with love and acceptance.

i. Provision of a support system such as financing the repair of properties/belongings, giving scholarships for the children’s education, welfare support, etc. will go a long way in helping widows and/or single parents live a better life.

ii. Sharing words of encouragement via text messages or phone calls will provide emotional stability.

B. Encourage single parents and the widowed to discover/fulfil their purpose from God’s viewpoint.

i. Provide an environment for single parents and the widowed to learn skills that can help them sustain and provide for themselves and their children.

ii. Help them to develop a close relationship with God who can heal them from wounds, bitterness and resentment they might be experiencing.

iii. Family members are enjoined to take care of them so that they will not suffer. This is seen as proof of commitment to God (Matthew 25:34-40).

iv. The widowed and children of single parents should not be abused, stigmatised or enslaved but should be helped (James 1:27; Galatians 6:10).

CLASS ACTIVITY 2:

Why are single parents stigmatised? Discuss.

CONCLUSION: RCCG Sunday School Teachers Manual 24 May 2026

The church should be a family of faith, a real community where burdens are shared, friendships are formed and support is given as we journey in faith together.

EVALUATION

Mention five responsibilities of believers to single parents, widows and widowers around them.

CLOSING PRAYER

Father, let me be a support and strength to the weak and everyone around me in Jesus’ name.

ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 38

1. Project: Sunday school classes at the Parish level should contribute money or materials (as the Lord provides) to support the widows, widowers, single parents and their children. Those who contribute should be prayed for by the Pastor.

2. Mention ten (10) things you can give to support widows, widowers, single parents and their children. (1×10=10 Marks).

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Today’s Lesson 37 topic: THE BROKEN WINDOW THEORY

Date: 17 May 2026

Read:

• RCCG Sunday School Students Manual Lesson 37
• Open Heaven 17 May 2026 Devotional

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RCCG SUNDAY SCHOOL TEACHERS MANUAL LESSON 37 (17 MAY 2026)

TOPIC: THE BROKEN WINDOW THEORY

Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

OPENING PRAYER:

Dear Lord, help me to deal with procrastination in Jesus’ name.

PREVIOUS KNOWLEDGE:

The teacher should allow the assistant teacher to review the lesson for the previous week.

BIBLE READING

BIBLE PASSAGE: 1 Corinthians 5:6-8

6 Your glorying is not good. Know ye not that a little leaven leaveneth the whole lump?
7 Purge out therefore the old leaven, that ye may be a new lump, as ye are unleavened. For even Christ our passover is sacrificed for us:
8 Therefore let us keep the feast, not with old leaven, neither with the leaven of malice and wickedness; but with the unleavened bread of sincerity and truth.

MEMORY VERSE:

“Be not overcome of evil, but overcome evil with good.” Romans 12:21.

LESSON INTRODUCTION

The Broken Window Theory posits that small, unchecked problems can lead to large and weighty issues. It suggests that “when an environment is in disarray, it only gets worse if not attended to because disorder invites more disorder.” The faster you fix a broken window, the less likely another one will turn up broken.

As Christians, we can apply this theory to our lives by addressing small and seemingly insignificant issues and weaknesses in our lives, relationships, careers, families, etc. before they escalate. Today, we will explore how to apply this theory to the family.

TEACHER’S DIARY

LESSON AIM:

To teach the theory of ‘broken window’.

TEACHING OBJECTIVES:

Through this study, students are expected to:

• Define broken window theory.
• Understand how the theory applies to parenting.
• Explain how the theory applies to marriage.

TEACHING PLAN:

To achieve the above-stated objectives, the teacher should:

1. Allow the students to recite the memory verse, read the Bible passage, contribute to the discussion; do class activities and the assignment.
2. Allow the Assistant Teacher to see to the well-being of the class, and mark attendance and assignment.
3. Teach the lesson outline, summarise, con-clude, evaluate the lesson and give an assignment.

TEXT REVIEW: 1 Corinthians 5:6-8.

This passage cautions believers to deal with anything that can contaminate us by addressing it immediately with sincerity and truth putting away malice and wickedness so that the past will not mix with the present or what is ahead.

TEACHING METHOD:

The Lecture Method

TIME MANAGEMENT:

The teacher should apply the two-lesson outline teaching time.

LESSON OUTLINE 1: APPLICATION TO PARENTING

A. Parents are to be intentional in raising sound children in a seemingly unchecked society. Watch out for the following and treat as soon as discovered:

1. Sibling rivalries: Teach your children to love one an other and avoid unhealthy competition (Romans 12:9-10; Ephesians 4:32).

2. Avoid the blame game: Teach your children to always take responsibility for their actions rather than trade blame (Proverbs 28:13; Isaiah 5:20).

3. Refusal to apologise correctly: Teach your children to apologise correctly, this goes a long way to keep friendship (Proverbs 25:11).

4. Preferring a child over others: Show equal love to all your children, and do not run a divided home like Isaac and Rebecca (Genesis 25:28)

B. You may consider adopting some of these rules in raising your children:

1. Instruct them to do the dishes before going to bed.
2. Clean up spills immediately.
3. Make their bed upon rising.
4. Keep the bathroom clean (Deuteronomy 23:13-14).
5. Never leave piles of dirt on the floor.
6. Dress decently.
7. Keep their person clean, remember “cleanliness is next to godliness.”
8. Go to bed at a reasonable hour.
9. Arrive early for appointments.
10. Pray with your children daily and eat at least one meal together each day.

CLASS ACTIVITY 1:

How can 21st-century parents apply this theory effectively when work and career often keep them away from the home and their children?

LESSON OUTLINE 2: APPLICATION TO MARRIAGE

A. In marriage, small, unchecked issues can lead to bigger problems if not addressed (Song of Solomon 2:15).

i. Neglecting small cracks in our relationship can lead to a broken marriage.

ii. We need to relate with each other in understanding especially in the area of communication, intimacy and finance (1 Peter 3:1, 7).

B. It is important to build a strong marital relationship as we consider the following:

1. Address conflicts promptly and completely (Ephesians 4:26-27). Small conflicts can lead to greater division.

2. Practice Love and Respect (Ephesians 5:33; 1 Corinthians 13:4-7).

3. Communicate effectively (Proverbs 15:1).

4. Embrace intimacy and spend quality time together (Genesis 26:8; Song of Solomon 2:10).

5. Maintain financial transparency and prudence (Proverbs 21:5; Luke 14:28).

6. Avoid unnecessary suspicion: Stop thinking or expecting your spouse to do terrible things, they portray a feeling of insecurity (1 John 4:18).

CLASS ACTIVITY 2:

How should a partner handle insecurity when the other partner is not transparent?

CONCLUSION: RCCG Sunday School Teachers Manual 17 May 2026

Do not leave issues unattended to; small actions today can prevent bigger problems tomorrow.

EVALUATION:

Students should mention ways this theory applies to marriage and parenting.

CLOSING PRAYER:

Dear Father, help me address issues promptly before they escalate in Jesus’ name.

ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 37

List five (5) points on applying this theory to marriage (2×5=10 Marks).

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RCCG Sunday School Student manual for the adult class.

Today’s Lesson 37 topic: THE BROKEN WINDOW THEORY

Date: 17 May 2026

Read:

• RCCG Sunday School Teachers Manual Lesson 37
• Open Heaven 17 May 2026 Devotional

---

Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

RCCG SUNDAY SCHOOL STUDENT MANUAL LESSON 37 (17 MAY 2026)

TOPIC: THE BROKEN WINDOW THEORY

BIBLE PASSAGE: 1 Corinthians 5:6-8

6 Your glorying is not good. Know ye not that a little leaven leaveneth the whole lump?
7 Purge out therefore the old leaven, that ye may be a new lump, as ye are unleavened. For even Christ our passover is sacrificed for us:
8 Therefore let us keep the feast, not with old leaven, neither with the leaven of malice and wickedness; but with the unleavened bread of sincerity and truth.

MEMORY VERSE:

“Be not overcome of evil, but overcome evil with good.” Romans 12:21.

LESSON INTRODUCTION

The Broken Window Theory posits that small, unchecked problems can lead to large and weighty issues. It suggests that “when an environment is in disarray, it only gets worse if not attended to because disorder invites more disorder.” The faster you fix a broken window, the less likely another one will turn up broken.

As Christians, we can apply this theory to our lives by addressing small and seemingly insignificant issues and weaknesses in our lives, relationships, careers, families, etc. before they escalate. Today, we will explore how to apply this theory to the family.

LESSON OUTLINE 1: APPLICATION TO PARENTING

A. Parents are to be intentional in raising sound children in a seemingly unchecked society. Watch out for the following and treat as soon as discovered:

1. Sibling rivalries: Teach your children to love one an other and avoid unhealthy competition (Romans 12:9-10; Ephesians 4:32).

2. Avoid the blame game: Teach your children to always take responsibility for their actions rather than trade blame (Proverbs 28:13; Isaiah 5:20).

3. Refusal to apologise correctly: Teach your children to apologise correctly, this goes a long way to keep friendship (Proverbs 25:11).

4. Preferring a child over others: Show equal love to all your children, and do not run a divided home like Isaac and Rebecca (Genesis 25:28)

B. You may consider adopting some of these rules in raising your children:

1. Instruct them to do the dishes before going to bed.
2. Clean up spills immediately.
3. Make their bed upon rising.
4. Keep the bathroom clean (Deuteronomy 23:13-14).
5. Never leave piles of dirt on the floor.
6. Dress decently.
7. Keep their person clean, remember “cleanliness is next to godliness.”
8. Go to bed at a reasonable hour.
9. Arrive early for appointments.
10. Pray with your children daily and eat at least one meal together each day.

CLASS ACTIVITY 1:

How can 21st-century parents apply this theory effectively when work and career often keep them away from the home and their children?

LESSON OUTLINE 2: APPLICATION TO MARRIAGE

A. In marriage, small, unchecked issues can lead to bigger problems if not addressed (Song of Solomon 2:15).

i. Neglecting small cracks in our relationship can lead to a broken marriage.

ii. We need to relate with each other in understanding especially in the area of communication, intimacy and finance (1 Peter 3:1, 7).

B. It is important to build a strong marital relationship as we consider the following:

1. Address conflicts promptly and completely (Ephesians 4:26-27). Small conflicts can lead to greater division.

2. Practice Love and Respect (Ephesians 5:33; 1 Corinthians 13:4-7).

3. Communicate effectively (Proverbs 15:1).

4. Embrace intimacy and spend quality time together (Genesis 26:8; Song of Solomon 2:10).

5. Maintain financial transparency and prudence (Proverbs 21:5; Luke 14:28).

6. Avoid unnecessary suspicion: Stop thinking or expecting your spouse to do terrible things, they portray a feeling of insecurity (1 John 4:18).

CLASS ACTIVITY 2:

How should a partner handle insecurity when the other partner is not transparent?

CONCLUSION: RCCG Sunday School Students Manual 17 May 2026

Do not leave issues unattended to; small actions today can prevent bigger problems tomorrow.

ASSIGNMENT: RCCG Sunday School Student Manual Lesson 37

List five (5) points on applying this theory to marriage (2×5=10 Marks).

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DOWNLOAD RCCG Sunday School Student Manual Lesson 37 (17 May 2026) PDF

This is RCCG Sunday School Teachers manual for the adult class.

Today’s Lesson 36 topic: PARENTING STYLES (PART 2)

Date: 10 May 2026

Read:

• RCCG Sunday School Students Manual Lesson 36
• Open Heaven 10 May 2026 Devotional

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RCCG SUNDAY SCHOOL TEACHERS MANUAL LESSON 36 (10 MAY 2026)

TOPIC: PARENTING STYLES (PART 2)

Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

OPENING PRAYER:

Dear Father, open my eyes to understand the guidelines for godly parenting in Jesus name.

PREVIOUS KNOWLEDGE:

The teacher should allow the assistant teacher to review the lesson for the previous week.

BIBLE READING

BIBLE PASSAGE: Esther 2:7, 10-11.

7 And he brought up Hadassah, that is, Esther, his uncle’s daughter: for she had neither father nor mother, and the maid was fair and beautiful; whom Mordecai, when her father and mother were dead, took for his own daughter.

10 Esther had not shewed her people nor her kindred: for Mordecai had charged her that she should not shew it.
11 And Mordecai walked every day before the court of the women’s house, to know how Esther did, and what should become of her.

MEMORY VERSE:

“He that spareth his rod hateth his son: but he that loveth him chasteneth him betimes.”
Proverbs 13:24.

LESSON INTRODUCTION

In our last lesson, we discussed the four major parenting styles namely the “permissive”, “uninvolved”, “authoritarian” and “authoritative.”

We shall proceed to consider the significant responsibility Christian parents have in raising their children in a way that honours God and promotes spiritual growth, emotional well-being and career success through the lens of the Scripture.

TEACHER’S DIARY

LESSON AIM:

To teach the biblical pointers to the best parenting style.

TEACHING OBJECTIVES:

Through this study, students should be able to:

• Explain what parenting style means.
• Identify scriptural guidelines and examples of effective parenting techniques.
• Learn how to effectively combine various parenting styles.

TEACHING PLAN:

To achieve the above-stated objectives, the teacher should:

1. Allow the students to recite the memory verse, read the Bible passage, contribute to the dis-cussion; do class activities and the assignment.
2. Allow the Assistant Teacher to see to the wellbeing of the class, and mark attendance and assignment.
3. Teach the lesson outlines, summarise, con-clude, evaluate the lesson and give an assignment.

TEXT REVIEW: Esther 2:7, 10-11.

From the scripture above, identify four things that Mordecai did as a parent to raise Esther as a well-cultured and pleasing child.

i….
ii…
iii…
iv….

TEACHING METHOD

The Discussion/Question and Answer Method.

TIME MANAGEMENT:

The teacher should apply the two-lesson outline teaching time.

LESSON OUTLINE 1: BIBLICAL POINTERS

A. Your parenting style simply refers to your approach to parenting. Every parent uses a method whether defined or not.

B. The following questions will help us find out if there are scriptural pointers as to the mind of God on Parent-Ing:

Question 1: Does the Bible have anything to say about different parenting styles?

Answer: Yes, it does. The Bible gives several examples of very effective parenting techniques, and some disastrous parenting methods (Genesis 18:19; 1 Samuel 2:27-30).

Question 2: Are there Scriptures that reveal how parenting can be more effective?

Answer: Yes! Scriptures provide guidance for parents to follow by emphasising:

i. Love, care and support (Ephesians 6:4; 1Timothy 5:8; Proverbs 31:15, 21).
ii. Discipline (Proverbs 23:13-14)
iii. Correction (Proverbs 19:18; 29:17).
iv. Spiritual instruction (Deuteronomy 6:7; Proverbs 22:6).

C. Knowing these pointers is not enough to make the necessary changes! Obeying them is crucial in becoming a godly and effective parent.

CLASS ACTIVITY 1:

Are there other pointers that can help in becoming a godly and effective parent?

LESSON OUTLINE 2: THE BEST PARENTING STYLE

What is the best parenting style? The Teacher should ask the class to discuss.

The Teacher should use the points below to guide the discussion.

A. Parenting does not follow a “one size fits all” model.

i. You do not have to stick to a single approach, as there will be times when a mix of methods is necessary.

ii. The most effective parents recognise when to adjust their style based on the circumstances.

iii. For instance, an authoritarian parent might choose to be more permissive when a child is unwell, offering extra warmth and easing some restrictions e.g., “Of course, you can have ice cream for lunch and dinner”.

iv. A permissive parent might adopt a stricter approach when a child’s safety is at risk, such as while crossing a busy street e.g., ” am holding your hand whether you want it or not.”

CLASS ACTIVITY 2:

How do you handle a situation that has rendered all methods/styles ineffective?

CONCLUSION: RCCG Sunday School Teachers Manual 10 May 2026

Use the parenting style that best suits your family’s needs with the guidance of the Holy Spirit.

EVALUATION:

Students should mention the biblical pointers about parenting.

CLOSING PRAYER:

Father, help me to adopt the right parenting style to any given situation in Jesus’ name.

ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 36

What is the best parenting style? (No Marks).

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